few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Standard options: 
A. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.
Answer: A, B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000212

4
options: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

Fluently divide multi-digit numbers using the standard algorithm.

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
problem_activity: Task
Decide which value is closest to the answer for each of the following questions. Explain your reasoning.
8 bottles each contained 1.2 liters of water. About how many liters of water were there all together?
| 0.1 | 1 | 10 | 100 |
|-----|---|----|-----|
A school bought 8.5 kilograms of apples. If apples cost $2.45 per kilogram, about how much did they pay (in dollars)?
| 0.2 | 2 | 20 | 200 |
|-----|---|----|-----|
A laptop contains about 0.0006 kilograms of gold. If a manufacturer plans to produce 10,100 of these laptops, about how many kilograms of gold are needed?
| 0.6 | 6 | 60 | 600 |
|-----|---|----|-----|


correct_option_index: 0

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